论文部分内容阅读
目的:评估和比较以问题为基础的学习（problemn -based learning，PBL）和Sandwich教学在《实验针灸学》中的学生学习过程体验。n 方法:61名学生分别随机分为PBL学习（n n=30）和Sandwich学习（n n=31）两组。两组学生完成学习过程评价和学习喜爱偏好的调查问卷，并通过课后小测验评价其学习效果。n 结果:PBL学习和Sandwich学习两组学生都对讨论参与度、多角度讨论、学习体验、团队效率等方面表示肯定。PBL学习的最大优点是讨论积极，各抒己见；最大缺点是讨论方向太多。Sandwich学习的最大优点是反复讨论，很充分；最大缺点是重复讨论时间不够。相较于传统教学，学生大部分都是喜欢PBL学习（63%）或Sandwich学习（76%）。课后小测验成绩Sandwich学习高于PBL学习。结论:PBL和Sandwich教学合理运用到中医实验课程能让学生有很好的学习体验。“,”Objective:To assess and compare students' learning experiences between the problemn -based learning (PBL) and Sandwich approach in the n Experimental Acupuncture course.n Methods:Sixtyn -one students were randomized into PBL group (n n=30) and Sandwich approach group (n n=31). Students' feedback following completion of one lesson teaching was collected by questionnaire and a survey of learning preferences. A quiz after class was used to evaluate their learning effect.n Results:The students in two groups both affirmed the participation in discussion, multin -angle discussion, learning experience and team efficiency. The greatest advantage of PBL was to discuss actively and express their opinions freely, whereas the biggest drawback was too many discussion directions. The greatest advantage of Sandwich approach was repeated discussions, whereas the biggest drawback was insufficient time for repeated discussions. In comparison with traditional teaching methods, most students prefered to PBL (63%) or Sandwich approach (76%). The score of aftern -class quiz in Sandwich approach was higher than that in PBL.n Conclusion:The integration of PBL and Sandwich approach applied into TCM experimental course can give students better learning experiences.